Assessment of Learning about Sustainability in Students with Down Syndrome

Cristina Arranz Barcenilla, Sara Gutiérrez González, María Consuelo Saiz Manzanares, Lourdes Alameda Cuenca-Romero, Sarah Vandekerkhof
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Abstract

Assessment is an essential resource for guaranteeing quality education. In order for it to be effective, it must be continuous, formative and adapted to the characteristics of the individual student, so that it shows their abilities. Students with Down Syndrome benefit from these aspects, as they can demonstrate their achievements and difficulties in different ways. This article analyses these approaches and brings together the suggestions of 14 experts, in the field of education for students with Down Syndrome, from three different countries, 5 members of Belgium and Spain, and 4 members of Ireland. Through the instrumental case study and focus discussions of the experts, using the Delphi method, a series of basic aspects are established on the most appropriate methods and evaluation tools for the target group. In the analysis the experts agreed on three key aspects (with scores of three out of three): maintaining high expectations of students' potential, encouraging self-evaluation, and enabling students controlling their own learning process. The group of experts proposes the use of a learning register or portfolio as a method of assessment for students with Down Syndrome.
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唐氏综合症学生可持续性学习的评估
评价是保证教育质量的重要资源。为了使其有效,它必须是连续的,形成性的,并适应学生个体的特点,以显示他们的能力。唐氏综合症的学生受益于这些方面,因为他们可以用不同的方式展示自己的成就和困难。本文对这些方法进行了分析,并汇集了来自三个不同国家的14位唐氏综合症学生教育领域的专家的建议,其中5位来自比利时和西班牙,4位来自爱尔兰。通过工具性案例研究和专家焦点讨论,采用德尔菲法,确定了最适合目标群体的方法和评估工具的一系列基本方面。在分析中,专家们在三个关键方面达成了一致意见(满分3分):保持对学生潜力的高期望,鼓励自我评估,让学生控制自己的学习过程。专家小组建议使用学习记录或档案作为唐氏综合症学生的评估方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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CiteScore
2.10
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0.00%
发文量
220
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